EDN610 Professional Dialogues in Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EDN610 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $835 |
| Domestic tuition unit fee | $2,592 |
| International unit fee | $3,720 |
Unit Outline: Semester 1 2020, Kelvin Grove, Internal
| Unit code: | EDN610 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Nerida Spina | n.spina@qut.edu.au |
Overview
This unit develops understanding of what it means to be an innovator and a leader in a contemporary professional context. The unit is underpinned by the notion that innovation means being more critical, being open, being able to engage with greater uncertainty and complexity, and being able to learn from the past and from a broad range of contemporary ideas in order to manage the future. You are encouraged to undertake a disciplined inquiry into educational problems and issues through reflection on your own professional contexts and guided close reading of scholarly works about the big debates in education. This unit supports the development of a learning agenda that will inform directions for your study in the course as you develop your personal area of interest and work collaboratively with others in the development of that agenda. The unit also provides opportunities for learning through online technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Engage with an advanced body of knowledge and have the tools to provide you with ongoing access to recent developments in the field (CLO1.1).
- Deploy cognitive and critical reflection skills that allow you to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Demonstrate cognitive, technical and creative skills that allow you to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO2.2).
- Engage in communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- Deploy technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Content
This unit adopts a transdisciplinary approach to the analysis of current issues in education. The focus is on engagement in a detailed and guided reading of relevant theory and literature; and the development of ideas in relation to personal-professional contexts, experiences and practices. Reflections are situated within the broad social, cultural and political issues surrounding education in the contemporary era. Broad questions addressed by the unit include:
1. What does achieving mastery in a specific focus area of education mean and what is needed to identify a specific focus area and achieve such mastery?
2. What are the big debates in education today? Topics may include: specific issues relating to national and international policy trends, debates surrounding professional ethics for the workplace and notions of what constitute teachers and learners and their work.
3. What is the purpose of education and learning in the 21st century? What big ideas and socio-cultural (both local and global) contexts have shaped and are currently shaping educational theory and practice.
Learning Approaches
Teaching and learning strategies include on-campus seminars blended with online discussions and individual study. The unit is designed to be innovative, flexible, and to cater for diverse student needs by providing opportunities for students to engage deeply with intellectual theory pertinent to their professional work and to develop competencies in the use of online learning technologies.
Feedback on Learning and Assessment
Formative Assessment
You are provided support through individual or group face-to-face consultation with staff, email, online discussion forums and tutorials, peer feedback, online feedback and engagement with professional networks.
Summative Assessment
Written feedback will be provided to you through constructive commentary on submitted assignments.
Assessment
Overview
There are two items of assessment in this unit: i) An essay inviting you to relate your learning within the context of big debates introduced in the unit. ii) An essay which invites you to critcally examine a professional practice or program in the context of the big education debates using appropriate theory, reading and reflection. Together, these pieces provide a grounding and context for future learning and practice within both the master's degree and your professional setting.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
This task requires you to reflect on your learning journey, including the challenges, doubts and growth that higher degree learners experience as they engage with advanced readings. In this assignment, you will make links between your professional understandings and experience, and with the academic literature.
As part of the formative prepararation for this task you will be required to create a series of short reflections about your MEd learning, documenting how your ideas develop over the first four weeks of semester. For the summative assessment task, you will consider your reflections by drawing on academic literature in light of the bigscholarly ideas that are explored in this unit. You will conclude with a discussion of how you plan to further develop your professional expertise.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Assessment: Essay
This task requires you to demonstrate your understanding of how the big education debates introduced in the unit both shape and are shaped by sociocultural contexts. You will critically examine a professional practice or program with which you are familiar in the context of the big education debates, using advanced theory, reading, dialogue with a colleague or stakeholder, and reflection.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Online resources are available for this unit.
Resource Materials
Other
It is not anticipated that students will need to purchase reference materials for this unit. All learning resources are available through the QUT Readings on the Blackboard website, or alternatively from the library.
Risk Assessment Statement
Standard workplace health and safety protocols will be followed. There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 1 2020, Kelvin Grove, External
| Unit code: | EDN610 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Nerida Spina | n.spina@qut.edu.au |
Overview
This unit develops understanding of what it means to be an innovator and a leader in a contemporary professional context. The unit is underpinned by the notion that innovation means being more critical, being open, being able to engage with greater uncertainty and complexity, and being able to learn from the past and from a broad range of contemporary ideas in order to manage the future. You are encouraged to undertake a disciplined inquiry into educational problems and issues through reflection on your own professional contexts and guided close reading of scholarly works about the big debates in education. This unit supports the development of a learning agenda that will inform directions for your study in the course as you develop your personal area of interest and work collaboratively with others in the development of that agenda. The unit also provides opportunities for learning through online technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Engage with an advanced body of knowledge and have the tools to provide you with ongoing access to recent developments in the field (CLO1.1).
- Deploy cognitive and critical reflection skills that allow you to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Demonstrate cognitive, technical and creative skills that allow you to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO2.2).
- Engage in communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- Deploy technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Content
This unit adopts a transdisciplinary approach to the analysis of current issues in education. The focus is on engagement in a detailed and guided reading of relevant theory and literature; and the development of ideas in relation to personal-professional contexts, experiences and practices. Reflections are situated within the broad social, cultural and political issues surrounding education in the contemporary era. Broad questions addressed by the unit include:
1. What does achieving mastery in a specific focus area of education mean and what is needed to identify a specific focus area and achieve such mastery?
2. What are the big debates in education today? Topics may include: specific issues relating to national and international policy trends, debates surrounding professional ethics for the workplace and notions of what constitute teachers and learners and their work.
3. What is the purpose of education and learning in the 21st century? What big ideas and socio-cultural (both local and global) contexts have shaped and are currently shaping educational theory and practice.
Learning Approaches
Teaching and learning strategies include on-campus seminars blended with online discussions and individual study. The unit is designed to be innovative, flexible, and to cater for diverse student needs by providing opportunities for students to engage deeply with intellectual theory pertinent to their professional work and to develop competencies in the use of online learning technologies.
Feedback on Learning and Assessment
Formative Assessment
You are provided support through individual or group face-to-face consultation with staff, email, online discussion forums and tutorials, peer feedback, online feedback and engagement with professional networks.
Summative Assessment
Written feedback will be provided to you through constructive commentary on submitted assignments.
Assessment
Overview
There are two items of assessment in this unit: i) An essay inviting you to relate your learning within the context of big debates introduced in the unit. ii) An essay which invites you to critcally examine a professional practice or program in the context of the big education debates using appropriate theory, reading and reflection. Together, these pieces provide a grounding and context for future learning and practice within both the master's degree and your professional setting.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
This task requires you to reflect on your learning journey, including the challenges, doubts and growth that higher degree learners experience as they engage with advanced readings. In this assignment, you will make links between your professional understandings and experience, and with the academic literature.
As part of the formative prepararation for this task you will be required to create a series of short reflections about your MEd learning, documenting how your ideas develop over the first four weeks of semester. For the summative assessment task, you will consider your reflections by drawing on academic literature in light of the bigscholarly ideas that are explored in this unit. You will conclude with a discussion of how you plan to further develop your professional expertise.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Assessment: Essay
This task requires you to demonstrate your understanding of how the big education debates introduced in the unit both shape and are shaped by sociocultural contexts. You will critically examine a professional practice or program with which you are familiar in the context of the big education debates, using advanced theory, reading, dialogue with a colleague or stakeholder, and reflection.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Online resources are available for this unit.
Resource Materials
Other
It is not anticipated that students will need to purchase reference materials for this unit. All learning resources are available through the QUT Readings on the Blackboard website, or alternatively from the library.
Risk Assessment Statement
Standard workplace health and safety protocols will be followed. There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 2 2020, Kelvin Grove, Internal
| Unit code: | EDN610 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Peter O'Brien | p.obrien@qut.edu.au |
Overview
This unit develops understanding of what it means to be an innovator and a leader in a contemporary professional context. The unit is underpinned by the notion that innovation means being more critical, being open, being able to engage with greater uncertainty and complexity, and being able to learn from the past and from a broad range of contemporary ideas in order to manage the future. You are encouraged to undertake a disciplined inquiry into educational problems and issues through reflection on your own professional contexts and guided close reading of scholarly works about the big debates in education. This unit supports the development of a learning agenda that will inform directions for your study in the course as you develop your personal area of interest and work collaboratively with others in the development of that agenda. The unit also provides opportunities for learning through online technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Engage with an advanced body of knowledge and have the tools to provide you with ongoing access to recent developments in the field (CLO1.1).
- Deploy cognitive and critical reflection skills that allow you to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Demonstrate cognitive, technical and creative skills that allow you to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO2.2).
- Engage in communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- Deploy technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Content
This unit adopts a transdisciplinary approach to the analysis of current issues in education. The focus is on engagement in a detailed and guided reading of relevant theory and literature; and the development of ideas in relation to personal-professional contexts, experiences and practices. Reflections are situated within the broad social, cultural and political issues surrounding education in the contemporary era. Broad questions addressed by the unit include:
1. What does achieving mastery in a specific focus area of education mean and what is needed to identify a specific focus area and achieve such mastery?
2. What are the big debates in education today? Topics may include: specific issues relating to national and international policy trends, debates surrounding professional ethics for the workplace and notions of what constitute teachers and learners and their work.
3. What is the purpose of education and learning in the 21st century? What big ideas and socio-cultural (both local and global) contexts have shaped and are currently shaping educational theory and practice.
Learning Approaches
Teaching and learning strategies include on-campus seminars blended with online discussions and individual study. The unit is designed to be innovative, flexible, and to cater for diverse student needs by providing opportunities for students to engage deeply with intellectual theory pertinent to their professional work and to develop competencies in the use of online learning technologies.
Feedback on Learning and Assessment
Formative Assessment
You are provided support through individual or group face-to-face consultation with staff, email, online discussion forums and tutorials, peer feedback, online feedback and engagement with professional networks.
Summative Assessment
Written feedback will be provided to you through constructive commentary on submitted assignments.
Assessment
Overview
There are two items of assessment in this unit: i) An essay inviting you to relate your learning within the context of big debates introduced in the unit. ii) An essay which invites you to critcally examine a professional practice or program in the context of the big education debates using appropriate theory, reading and reflection. Together, these pieces provide a grounding and context for future learning and practice within both the master's degree and your professional setting.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
This task requires you to reflect on your learning journey, including the challenges, doubts and growth that higher degree learners experience as they engage with advanced readings. In this assignment, you will make links between your professional understandings and experience, and with the academic literature.
As part of the formative prepararation for this task you will be required to create a series of short reflections about your MEd learning, documenting how your ideas develop over the first four weeks of semester. For the summative assessment task, you will consider your reflections by drawing on academic literature in light of the bigscholarly ideas that are explored in this unit. You will conclude with a discussion of how you plan to further develop your professional expertise.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Assessment: Essay
This task requires you to demonstrate your understanding of how the big education debates introduced in the unit both shape and are shaped by sociocultural contexts. You will critically examine a professional practice or program with which you are familiar in the context of the big education debates, using advanced theory, reading, dialogue with a colleague or stakeholder, and reflection.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Online resources are available for this unit.
Resource Materials
Other
It is not anticipated that students will need to purchase reference materials for this unit. All learning resources are available through the QUT Readings on the Blackboard website, or alternatively from the library.
Risk Assessment Statement
Standard workplace health and safety protocols will be followed. There are no out-of-the-ordinary risks associated with this unit.
Unit Outline: Semester 2 2020, Kelvin Grove, External
| Unit code: | EDN610 |
|---|---|
| Credit points: | 12 |
| Coordinators: | Peter O'Brien | p.obrien@qut.edu.au |
Overview
This unit develops understanding of what it means to be an innovator and a leader in a contemporary professional context. The unit is underpinned by the notion that innovation means being more critical, being open, being able to engage with greater uncertainty and complexity, and being able to learn from the past and from a broad range of contemporary ideas in order to manage the future. You are encouraged to undertake a disciplined inquiry into educational problems and issues through reflection on your own professional contexts and guided close reading of scholarly works about the big debates in education. This unit supports the development of a learning agenda that will inform directions for your study in the course as you develop your personal area of interest and work collaboratively with others in the development of that agenda. The unit also provides opportunities for learning through online technologies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Engage with an advanced body of knowledge and have the tools to provide you with ongoing access to recent developments in the field (CLO1.1).
- Deploy cognitive and critical reflection skills that allow you to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Demonstrate cognitive, technical and creative skills that allow you to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO2.2).
- Engage in communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- Deploy technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship (CLO2.4).
Content
This unit adopts a transdisciplinary approach to the analysis of current issues in education. The focus is on engagement in a detailed and guided reading of relevant theory and literature; and the development of ideas in relation to personal-professional contexts, experiences and practices. Reflections are situated within the broad social, cultural and political issues surrounding education in the contemporary era. Broad questions addressed by the unit include:
1. What does achieving mastery in a specific focus area of education mean and what is needed to identify a specific focus area and achieve such mastery?
2. What are the big debates in education today? Topics may include: specific issues relating to national and international policy trends, debates surrounding professional ethics for the workplace and notions of what constitute teachers and learners and their work.
3. What is the purpose of education and learning in the 21st century? What big ideas and socio-cultural (both local and global) contexts have shaped and are currently shaping educational theory and practice.
Learning Approaches
Teaching and learning strategies include on-campus seminars blended with online discussions and individual study. The unit is designed to be innovative, flexible, and to cater for diverse student needs by providing opportunities for students to engage deeply with intellectual theory pertinent to their professional work and to develop competencies in the use of online learning technologies.
Feedback on Learning and Assessment
Formative Assessment
You are provided support through individual or group face-to-face consultation with staff, email, online discussion forums and tutorials, peer feedback, online feedback and engagement with professional networks.
Summative Assessment
Written feedback will be provided to you through constructive commentary on submitted assignments.
Assessment
Overview
There are two items of assessment in this unit: i) An essay inviting you to relate your learning within the context of big debates introduced in the unit. ii) An essay which invites you to critcally examine a professional practice or program in the context of the big education debates using appropriate theory, reading and reflection. Together, these pieces provide a grounding and context for future learning and practice within both the master's degree and your professional setting.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
This task requires you to reflect on your learning journey, including the challenges, doubts and growth that higher degree learners experience as they engage with advanced readings. In this assignment, you will make links between your professional understandings and experience, and with the academic literature.
As part of the formative prepararation for this task you will be required to create a series of short reflections about your MEd learning, documenting how your ideas develop over the first four weeks of semester. For the summative assessment task, you will consider your reflections by drawing on academic literature in light of the bigscholarly ideas that are explored in this unit. You will conclude with a discussion of how you plan to further develop your professional expertise.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Assessment: Essay
This task requires you to demonstrate your understanding of how the big education debates introduced in the unit both shape and are shaped by sociocultural contexts. You will critically examine a professional practice or program with which you are familiar in the context of the big education debates, using advanced theory, reading, dialogue with a colleague or stakeholder, and reflection.
Relates to learning outcomes
CLO1.1, CLO2.1, CLO2.2, CLO2.3, CLO2.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Online resources are available for this unit.
Resource Materials
Other
It is not anticipated that students will need to purchase reference materials for this unit. All learning resources are available through the QUT Readings on the Blackboard website, or alternatively from the library.
Risk Assessment Statement
Standard workplace health and safety protocols will be followed. There are no out-of-the-ordinary risks associated with this unit.